F.BF.1 Build a function that models a relationship between two quantities. F.IF.4 Interpret functions that arise in applications in terms of the context.
World History
WH.4.3 Explain how agricultural and technological improvements transformed daily life socially and economically. WH.6.3 Explain how physical geography and natural resources influenced industrialism and changes in the environment. WH.8.2 Explain how international crisis has impacted international politics.
Earth/Environmental Science
EEN.2.4.1 Evaluate human influences on freshwater availability.
EEN.2.2.2 Compare the various methods humans use to acquire traditional energy sources.
English 9
10.RIT.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. 10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objectives
The learner will:
Analyze primary source data to predict future access to water in Sudan
Research political and economic conditions in Sudan
Evaluate the implications of geology and geography on the water cycle
Create a technology presentation to persuade others to provide assistance to citizens of Sudan
Learning Activities
The students will read the novel A Long Walk to Water by Linda Sue Park. They will then collaborate in pairs to create a Voice Thread demonstrating their understanding of the water crisis in Sudan.
The students will analyze data from www.gapminder.com to predict the available access to water in South Sudan at several future dates using the Core Math Tools at http://www.nctm.org
The students will research and present in a timeline format using www.timetoast.com information on the events that precipitated the current crisis in South Sudan.
The students will monitor the current water usage in their personal and familial groups using the app H2Ocalc. Following a discussion and adaption of the ways to conserve water, the students will reassemble with their familial group to reassess how the measures have been successful by taking a screen shot of the application in the pre and post analysis of water usage.
The students will participate in an on-line poll using http://www.tricider.com in which they share and analyze possible solutions to the water crisis.
The students will conduct research and present their findings using Google Docs and a multimodal presentation.
Integration of App/Tool
World History: Students will be assembled into groups of four to research and gather material on the dates and events that precipitated the current political, social, economic, and environmental crises in South Sudan. Within their groups the students will then enter their findings using the tool www.timetoast.com to prepare and present a timeline of significant events that will communicate their findings into a publishable document.
Earth Science: In earth science classes, students will use the application H20 Calc. While using this application students will engage in individual, group, and whole class work. Students will start by using the application to discover how much water they use as an individual on a daily, weekly, monthly, and yearly basis. After that, students will be divided up into groups of common family sizes in American homes--3, 4, 5, and 6 member family groups. As individuals, students will take on the role of typical family members and as a group determine the amount of water that typical American families of differing sizes use daily, weekly, monthly, and yearly, using themselves and their data as a mechanism for understanding water use. Following this group activity, students will engage in a full class discussion on conservation of water resources and brainstorm ways that they can reduce the amount of water that they consume. Following that exercise, students will go back to the family groups to find ways to reduce water use and eliminate waste and in so doing calculate their water savings.
English/Language Arts: Students will work in pairs to analyze and assess the totality of the impact of themes and ideas presented in the novel. Students will then utilize problem-solving and critical thinking skills to formualte plausible solutions to the water crisis and post these ideas to http://www.tricider.com. In addition to their Tricider posts, students will also be required to read and respond to at least 5 peer posts. Once students fully grasp the depth of the water crisis in Sudan and have explored ways to bring water to Sudan, they will work in teams to create multiltimodal presentations which will establish their understanding of the water crisis in Sudan. The presentation will be data driven with information students acquire from their independent study and reading of the novel, their collaboration and discussions, and from Mothering Across Continents.
Algebra: Students will use data gathered from http://www.gapminder.com to plot a linear regression curve of the percentage of people who have access to clean water in South Sudan at several times in history. (Due to the political turmoil surrounding the formation of the country of South Sudan, students will have to use data from Sudan for times prior to 2011.) Students will use the Core Math Tools from http://www.nctm.org to create a line of best fit for the data they collected from GapMinder. With the linear regression function they have created, students will make predictions about the future access to water in South Sudan.
Collaboration
In earth science classes, students will use the application H20 Calc. While using this application students will engage in individual, group, and whole class work. Students will start by using the application to discover how much water they use as an individual on a daily, weekly, monthly, and yearly basis. After that, students will be divided up into groups of common family sizes in American homes--3, 4, 5, and 6 member family groups. As individuals, students will take on the role of typical family members and as a group determine the amount of water that typical American families of differing sizes use daily, weekly, monthly, and yearly, using themselves and their data as a mechanism for understanding water use. Following this group activity, students will engage in a full class discussion on conservation of water resources and brainstorm ways that they can reduce the amount of water that they consume. Following that exercise, students will go back to the family groups to find ways to reduce water use and eliminate waste and in so doing calculate their water savings.
English/Language Arts: Once students have had an opportunity to independently read, comprehend and reflect, they will work in learning team of 2-3 to gather data from Mothering Across Continents. Student teams will then use their increased awareness to participate in an online poll using http://www.tricider.com. Participation in this small group activity allows for holistic collabration on a school, community and global scale. Students will collaborate to provide suggestions for ways citizens in the United States can help ease the water crisis in Sudan and will then vote on the most feasible solutions. In learning teams of 2 - 3, students will report the results of their research ucollaborate amd plan via Google Docs and will then create a multimodal presentation, addressed to USAID, to make a plea to help the citizens of Sudan dig wells to have access to water.
World History: Students will study the geography of the African continent focusing on the region of South Sudan. Following the geography unit, the students will be assigned a group to complete research on the political, economic, social, and environmental crisis in South Sudan. Student groups will then create a timeline using the site www.timetoast.com. The students will share and publish their timelines with their classmates and the community to help communicate awareness of the problematic situation in the area and solicit financial help for our school global project to build a well in South Sudan.
Algebra: In algebra, the collaborative effort is more of a comparison of results. Each student will select his or her own data from GapMinder to determine a function to predict the future access to clean water for residents in South Sudan. Using different data points, students will generate slightly different regression functions. Once all students have used their individual regression functions to make predictions about the future access to clean water, students will compare results to see that ANY set of points from a smooth data curve should lead to the same results.
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Assessment
The cumulative assessment for this project will be a 3 - 5 minute presentation created by pairs/groups of students. The focus of the presentation will be a plea to local businesses/civic organizations to help contribute to the school-wide project to raise money for building a well in a village in South Sudan. The presentations must address each of the following topics:
1. The geography of South Sudan and its impact on the availability of resources.
2. The political history of South Sudan and its impact on the availability of resources.
3. A data-driven discussion of the accessibility of water for most people living in South Sudan.
4. Clear reasoning for why we as a community should empower the people of South Sudan.
5. An answer to the question, "How can I help?"
Materials/Resources
A Long Walk to Water by Linda Sue Park
iPads (1 per group) with H20Calc app
Internet access
Any type of digital presentation tool: PowerPoint, Slide Rocket, Prezi, Keynote, etc.
Websites: gapminder.com, tricider.com, timetoast.com, nctm.org, Google Docs
Value Beyond the Classroom
Across this integrated lesson, students will be presented with many opportunities for growth that will aid them in their lives outside of the classrooms they work in on a daily basis. Across these integrated lessons, students will gain important life skills in understanding and practicing conservation of natural resources, especially water resources, which will transition to students' overall awareness of their impact on the natural world. This is especially important in American society today, as we are rarely made aware of the importance of protecting our natural resources by virtue of "living in a land of plenty." Students today rarely think about the impact they play on the environment because the largely live in a society that tells them when they destroy an object, it is easy to purchase another. Understanding the impact human beings have on the water cycle and the water table will aid students in becoming more aware of their use of other natural resources around them. Another value these integrated lessons will have on students' lives beyond the classroom is a sense of global awareness through the English/literacy focus on A Long Walk to Water and world history lessons on the lost boys of Sudan and water crisis there. As recent worldwide economic and political struggles have demonstrated, we live in an ever increasingly connected world, one in which we can no longer believe that our actions as a nation affect us and us alone. Additionally, as we transition to this world economy and world politic, students who will live and work in that world must have an awareness that other people do not live as they do. A final, and highly important, value beyond the classroom will be the service learning aspect of this which bring the whole school together to raise funds to dig a well for a Sudanese village to help ease their water crisis.
Lesson Development Resources/Citations
This project was created as part of a school-wide, global emphasis on helping have a well dug in South Sudan. Our school is working with a nonprofit organization out of Charlotte, NC, named Mothering Across Continents and their project "Raising South Sudan."
The only other outside resources that our school has used in developing this project is the novel A Long Walk to Water by Linda Sue Park.
Curriculum Standards
AlgebraF.BF.1 Build a function that models a relationship between two quantities.
F.IF.4 Interpret functions that arise in applications in terms of the context.
World History
WH.4.3 Explain how agricultural and technological improvements transformed daily life socially and economically.
WH.6.3 Explain how physical geography and natural resources influenced industrialism and changes in the environment.
WH.8.2 Explain how international crisis has impacted international politics.
Earth/Environmental Science
EEN.2.4.1 Evaluate human influences on freshwater availability.
EEN.2.2.2 Compare the various methods humans use to acquire traditional energy sources.
English 9
10.RIT.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
10.RL.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Objectives
The learner will:Learning Activities
The students will read the novel A Long Walk to Water by Linda Sue Park. They will then collaborate in pairs to create a Voice Thread demonstrating their understanding of the water crisis in Sudan.
The students will analyze data from www.gapminder.com to predict the available access to water in South Sudan at several future dates using the Core Math Tools at http://www.nctm.org
The students will research and present in a timeline format using www.timetoast.com information on the events that precipitated the current crisis in South Sudan.
The students will monitor the current water usage in their personal and familial groups using the app H2Ocalc. Following a discussion and adaption of the ways to conserve water, the students will reassemble with their familial group to reassess how the measures have been successful by taking a screen shot of the application in the pre and post analysis of water usage.
The students will participate in an on-line poll using http://www.tricider.com in which they share and analyze possible solutions to the water crisis.
The students will conduct research and present their findings using Google Docs and a multimodal presentation.
Integration of App/Tool
World History: Students will be assembled into groups of four to research and gather material on the dates and events that precipitated the current political, social, economic, and environmental crises in South Sudan. Within their groups the students will then enter their findings using the tool www.timetoast.com to prepare and present a timeline of significant events that will communicate their findings into a publishable document.
Earth Science: In earth science classes, students will use the application H20 Calc. While using this application students will engage in individual, group, and whole class work. Students will start by using the application to discover how much water they use as an individual on a daily, weekly, monthly, and yearly basis. After that, students will be divided up into groups of common family sizes in American homes--3, 4, 5, and 6 member family groups. As individuals, students will take on the role of typical family members and as a group determine the amount of water that typical American families of differing sizes use daily, weekly, monthly, and yearly, using themselves and their data as a mechanism for understanding water use. Following this group activity, students will engage in a full class discussion on conservation of water resources and brainstorm ways that they can reduce the amount of water that they consume. Following that exercise, students will go back to the family groups to find ways to reduce water use and eliminate waste and in so doing calculate their water savings.
English/Language Arts: Students will work in pairs to analyze and assess the totality of the impact of themes and ideas presented in the novel. Students will then utilize problem-solving and critical thinking skills to formualte plausible solutions to the water crisis and post these ideas to http://www.tricider.com. In addition to their Tricider posts, students will also be required to read and respond to at least 5 peer posts. Once students fully grasp the depth of the water crisis in Sudan and have explored ways to bring water to Sudan, they will work in teams to create multiltimodal presentations which will establish their understanding of the water crisis in Sudan. The presentation will be data driven with information students acquire from their independent study and reading of the novel, their collaboration and discussions, and from Mothering Across Continents.
Algebra: Students will use data gathered from http://www.gapminder.com to plot a linear regression curve of the percentage of people who have access to clean water in South Sudan at several times in history. (Due to the political turmoil surrounding the formation of the country of South Sudan, students will have to use data from Sudan for times prior to 2011.) Students will use the Core Math Tools from http://www.nctm.org to create a line of best fit for the data they collected from GapMinder. With the linear regression function they have created, students will make predictions about the future access to water in South Sudan.
Collaboration
In earth science classes, students will use the application H20 Calc. While using this application students will engage in individual, group, and whole class work. Students will start by using the application to discover how much water they use as an individual on a daily, weekly, monthly, and yearly basis. After that, students will be divided up into groups of common family sizes in American homes--3, 4, 5, and 6 member family groups. As individuals, students will take on the role of typical family members and as a group determine the amount of water that typical American families of differing sizes use daily, weekly, monthly, and yearly, using themselves and their data as a mechanism for understanding water use. Following this group activity, students will engage in a full class discussion on conservation of water resources and brainstorm ways that they can reduce the amount of water that they consume. Following that exercise, students will go back to the family groups to find ways to reduce water use and eliminate waste and in so doing calculate their water savings.
English/Language Arts: Once students have had an opportunity to independently read, comprehend and reflect, they will work in learning team of 2-3 to gather data from
Mothering Across Continents. Student teams will then use their increased awareness to participate in an online poll using http://www.tricider.com. Participation in this small group activity allows for holistic collabration on a school, community and global scale. Students will collaborate to provide suggestions for ways citizens in the United States can help ease the water crisis in Sudan and will then vote on the most feasible solutions. In learning teams of 2 - 3, students will report the results of their research ucollaborate amd plan via Google Docs and will then create a multimodal presentation, addressed to USAID, to make a plea to help the citizens of Sudan dig wells to have access to water.
World History: Students will study the geography of the African continent focusing on the region of South Sudan. Following the geography unit, the students will be assigned a group to complete research on the political, economic, social, and environmental crisis in South Sudan. Student groups will then create a timeline using the site www.timetoast.com. The students will share and publish their timelines with their classmates and the community to help communicate awareness of the problematic situation in the area and solicit financial help for our school global project to build a well in South Sudan.
Algebra: In algebra, the collaborative effort is more of a comparison of results. Each student will select his or her own data from GapMinder to determine a function to predict the future access to clean water for residents in South Sudan. Using different data points, students will generate slightly different regression functions. Once all students have used their individual regression functions to make predictions about the future access to clean water, students will compare results to see that ANY set of points from a smooth data curve should lead to the same results.
ISTE NETS-T
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS·S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools
Assessment
The cumulative assessment for this project will be a 3 - 5 minute presentation created by pairs/groups of students. The focus of the presentation will be a plea to local businesses/civic organizations to help contribute to the school-wide project to raise money for building a well in a village in South Sudan. The presentations must address each of the following topics:
1. The geography of South Sudan and its impact on the availability of resources.
2. The political history of South Sudan and its impact on the availability of resources.
3. A data-driven discussion of the accessibility of water for most people living in South Sudan.
4. Clear reasoning for why we as a community should empower the people of South Sudan.
5. An answer to the question, "How can I help?"
Materials/Resources
A Long Walk to Water by Linda Sue Park
iPads (1 per group) with H20Calc app
Internet access
Any type of digital presentation tool: PowerPoint, Slide Rocket, Prezi, Keynote, etc.
Websites: gapminder.com, tricider.com, timetoast.com, nctm.org, Google Docs
Value Beyond the Classroom
Across this integrated lesson, students will be presented with many opportunities for growth that will aid them in their lives outside of the classrooms they work in on a daily basis. Across these integrated lessons, students will gain important life skills in understanding and practicing conservation of natural resources, especially water resources, which will transition to students' overall awareness of their impact on the natural world. This is especially important in American society today, as we are rarely made aware of the importance of protecting our natural resources by virtue of "living in a land of plenty." Students today rarely think about the impact they play on the environment because the largely live in a society that tells them when they destroy an object, it is easy to purchase another. Understanding the impact human beings have on the water cycle and the water table will aid students in becoming more aware of their use of other natural resources around them. Another value these integrated lessons will have on students' lives beyond the classroom is a sense of global awareness through the English/literacy focus on A Long Walk to Water and world history lessons on the lost boys of Sudan and water crisis there. As recent worldwide economic and political struggles have demonstrated, we live in an ever increasingly connected world, one in which we can no longer believe that our actions as a nation affect us and us alone. Additionally, as we transition to this world economy and world politic, students who will live and work in that world must have an awareness that other people do not live as they do. A final, and highly important, value beyond the classroom will be the service learning aspect of this which bring the whole school together to raise funds to dig a well for a Sudanese village to help ease their water crisis.
Lesson Development Resources/Citations
This project was created as part of a school-wide, global emphasis on helping have a well dug in South Sudan. Our school is working with a nonprofit organization out of Charlotte, NC, named Mothering Across Continents and their project "Raising South Sudan."The only other outside resources that our school has used in developing this project is the novel A Long Walk to Water by Linda Sue Park.